Accessibility Policy

Transcription

1 CARDINAL POLE CATHOLIC SCHOOL Accessibility Policy Approved by Governors Signed: Date: 28/09/2016 Review due date (3 years): Sept 2019

2 Introduction Cardinal Pole School is an inclusive school where all members of the school community are of equal worth and each have the opportunity to be the best that they can be. Under the Equality Act 2010, it is unlawful for a school to discriminate against a pupil or prospective pupil by treating them less favourably because of their: sex race disability religion or belief sexual orientation gender reassignment pregnancy or maternity Aims: The school is committed to offer a high-quality education to all children in the community in line as required by the SEN and Disability Act (2001) and the 2005 DDA. We will consult with everyone concerned to identify and remove barriers to inclusion and establish a Disability Equalities Scheme to improve learning and participation for disabled people. This school promotes inclusion and will take all reasonable steps to ensure that pupils with a disability or SEN are not discriminated against or treated less favorably than other pupils. The school will work in partnership with everyone concerned to improve access for disabled or SEN pupils to the school environment and curriculum. The school will ensure that staff are trained to enable them to be effective in the education of disabled or SEN pupil. The school will prioritise resources to support the actions identified in this plan What do we mean by Disability? The DDA defines a disabled person as someone who has: a physical or mental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities. Long term means at least 12 months. Substantial means more than minor or trivial. This definition covers pupils with physical (including sensory), intellectual or mental impairments. The definition is broad and might include children with a learning disability, sensory impairment, severe dyslexia, diabetes, epilepsy, incontinent pupils, pupils with AIDS, severe disfigurements or progressive conditions like Muscular Dystrophy. It can also include diagnosed conditions such as ADHD or Tourettes syndrome.

3 This diagram shows the overlap between Special Educational Needs and Disability. Copyright C O Mahony and R.Rieser Nov 2001 It is important that staff are aware that, although a pupil, parent, carer or staff member may be considered to have a disability according to the definition, they may not consider themselves disabled. A whole school approach to inclusion is the most effective way of meeting the needs of all pupils. Specific duties At Cardinal Pole School we recognise and welcome our responsibility to make everyone feel included. The school has a duty to make reasonable adjustments for pupils with a disability: Where a disabled pupil is placed at a disadvantage compared to other pupils then the school must take reasonable adjustments to try and reduce/remove the disadvantage. We will provide an auxiliary aid or service for a disabled pupil when it would be reasonable to do so and if such an aid would alleviate any substantial disadvantage that the pupil faces in comparison to non-disabled pupils. We are not subject to the other reasonable adjustment duty to make alterations to physical features because this is already considered as part of their planning duties.

4 Accessibility planning This document outlines our accessibility planning for pupils with physical disabilities. These are the same duties as previously existed under the Disability Discrimination Act and have been replicated in the Equality Act Our accessibility plan aims to: 1. Increase the extent to which disabled pupils can participate in the curriculum; 2. Improve the physical environment of schools to enable disabled pupils to take better advantage of education, benefits, facilities and services provided; and 3. Improve the availability of accessible information to disabled pupils. This plan should be considered alongside the Equality and Diversity Policy and the SEND School Information Report. Cardinal Pole School is committed to: 1. Increasing the extent to which disabled pupils can participate in the curriculum The curriculum covers teaching and learning and a wider provision embracing after school clubs; leisure, sporting and cultural activities; also school trips. Planning for improved access to the curriculum includes consideration of school and classroom organisation and support, timetabling, curriculum options, deployment of staff alongside with staff information and training. Curriculum audits support the school to review patterns of achievement and participation by disabled pupils in different areas of the curriculum, e.g. the inclusion of physically disabled children in PE, and then to identify action to increase participation. 2. Improving the physical environment of schools This strand of the planning duty covers improvements to the physical environment of the school and physical aids to access education. The physical environment includes steps, stairways, kerbs, exterior surfaces and paving, parking areas, building entrances and exits (including emergency escape routes), internal and external doors, gates, toilets and washing facilities, lighting, heating, ventilation, floor coverings, signs, interior surfaces, room decor and furniture. Improvements to physical access include ramps, handrails, widened doorways, electromagnetic doors, adapted toilets and washing facilities, adjustable lighting, blinds, induction loops, communication aids, well designed (passive) room acoustics and way-finding systems. The provision of quiet areas and improvements to the physical safety of the environment, indoors and outdoors, may also enhance access for children with learning disabilities. Improved access in existing buildings can often be achieved by rearranging room space, removing obstructions from walkways, changing the layout of classrooms, providing designated storage space or reallocating rooms to particular subject specialisms. Physical aids to access education cover ICT equipment, tables, chairs, writing equipment, science equipment and the like. E.g. through enlarged computer screens and keyboards, concept keyboards, communication aids, switches, photocopying enlargement facilities, specialist desks, chairs and portable aids for children with motor coordination and poor hand/eye skills such as specialist pens and pencils.

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6 3. Improving the availability of accessible information to disabled pupils This part of the duty covers planning to make written information normally provided by the school to its pupils such as handouts, timetables, textbooks, information about school events available to those with a disability (including those with significant low reading acquisition levels). This might include alternative formats such as large print, the use of ICT and the provision of information orally, through lip speaking or in sign language. We aim to consider how all information normally provided in a written format including work sheets, timetables, school examination papers, newsletters, information about school events, trips and extracurricular provision can be made accessible to all those with a disability. How accessible is Cardinal Pole Catholic School? Our school building is fully accessible for disabled students. We are happy to discuss individual access requirements. Facilities we have at present include: Lift access to all teaching spaces Lift access to all non-teaching spaces. Low level access to school entrance Facility Location Quantity Unisex fully accessible toilet and shower PE 1 Unisex fully accessible toilet On each floor 6 Lift to gym and changing rooms First floor -gym 1 Lift to MUGA MUGA (access with lift ) 1 References The Equality Act 2010: Advice for school leaders, school staff, Governing bodies and local authorities Equality Act Guidance downloads from the Equality and Human Rights Commission includes Guidance for education providers what the equality law means for you as an education provider AREA TO BE ADDRESSED: Access to the Curriculum GOALS & TARGETS: Continue to ensure that staff is fully aware of their responsibilities under the DDA. Continue to develop the skills and confidence of staff to teach and support disabled or SEN pupils. Improve access to and participation to the national curriculum and the wider curriculum for pupils with a disability or special educational needs. Use all possible performance indicators, including behaviour, attendance, pupil and parent evaluations and assessment data to monitor the progress of disabled/sen pupils.

7 STRATEGY & IMPLEMENTATION: Provide all new staff with training on their responsibilities under DDA. Training to be arranged by SLT/SENCo. Refresher training for all staff to take place annually. Develop and carry out audits to review curriculum delivery and barriers to participation. To be completed by Heads of Department by Easter Ensure teachers are trained on curriculum access for disabled pupils with a particular focus on Disability Equality.To be completed by Summer Enhance knowledge and confidence of staff to teach pupils with SEN. Training to be delivered by the Inclusion Team from the Learning Trust. Continue to ensure that all classrooms are optimally organised for disabled pupils Ensure school journeys are accessible to all pupils irrespective of attainment or impairment To identify disability/health needs across the whole school by Spring To develop a provision mapping system including an audit of projected needs for disabled/sen pupils by Easter Train HoLs in accessing and analysing attendance information. Share relevant information with teachers and support staff. STAFF RESPONSIBLE SLT, HoDs and SENCo RESOURCES: SMT to be given time each term to support and coordinate curriculum review Learning Trust/ other staff to deliver training programmes outlined above Required funds to be allocated for printing of materials MONITORING AND EVALUATION: Progress towards meeting the goals and targets will be monitored by: Termly meetings by the support Working Party/the governing body s SEN committee As part of the school self- evaluation process By feedback from pupils, parents/carers and staff AREA TO BE ADDRESSED: Accessibility of Information GOALS & TARGETS: Make teaching resources more accessible Increase the availability of written material in alternative formats Work with the Learning Trust and neighbouring schools to identify and implement best practice on delivery of information to disabled pupils Consult with pupils, parents/carers and staff on ways to improve access to information STRATEGY & IMPLEMENTATION: Audit teaching resources and accessibility to curriculum and ensure all new purchases meet accessibility criteria. Summer 2017, Heads of department SENCO to liaise with the Learning Trust to develop bank of resources in other formats (e.g. Braille, symbols, large print, audio tape) Identify the preferred method of communication for disabled pupils, their parents/carers and staff. STAFF RESPONSIBLE SLT, HoDs, SENCo, ICT Coordinator RESOURCES: Appropriate costs to be allocated to purchase resources One day to be given to HODs and SENCo to coordinate audits. MONITORING AND EVALUATION: Termly meetings by the Support Working Party/the governing body s SEN Committee

8 Feedback from pupils, parents/carers and staff As part of the school self- evaluation process AREA TO BE ADDRESSED: PHYSICAL ACCESSIBILITY GOALS & TARGETS: Reduce the physical barriers to inclusion Ensure that recommendations of the accessibility audit done by the Learning Trust are implemented Consult with pupils, parents/carers and staff on barriers to access STAFF RESPONSIBLE SLT,BUSINESS MANAGER,CARETAKER, SENCo, ICT COORDINATOR RESOURCES: Costs for refurbishment and other building work The school Business Manager,The Inclusion Manager and the SENCo to work with Learning Trust to identify short-term measures MONITORING & EVALUATON: Progress towards meeting the goals and targets will be monitored by: Termly meeting of the Support Planning Group /governing body s special needs committee As part of the school self-evaluation process Regular meeting with the Learning Trust as part of the Trust s accessibility strategy Feedback from disabled pupils, parents/carers and staff

9 Improving the Curriculum Access at Cardinal Pole Catholic School Area for Development Training for teachers on differentiating the curriculum All out-ofschool activities are planned to ensure the participation of the of all pupils Classrooms are organised to allow the participation and independence of all pupils Training on supporting the needs of learners who are hearing (and visually) impaired School begins work towards achieving dyslexia friendly status Action points Outcomes Timeframe Success Criteria After an audit of staff skills, CPD to take place on differentiation Review all outof-school provisions to ensure compliance with legislation Conduct learning walks; identify environments that require improvement; action needs Inclusion update information to contain strategies to support HI (and VI) pupils; learning walks; additional CPD as needed CPD to introduce criteria for dyslexia friendly status, review and development of key areas All teachers are able to fully meet the requirements of disabled children's needs with regards to accessing the curriculum All out-of-school activities will be conducted in an inclusive environment with providers that comply with all current and future legislative requirements The needs of individual pupils can be accommodated with minimal disruption or reorganisation Pupils who are HI (or VI) can access the curriculum with targeted support and where possible, independently Written and visual resources match dyslexia friendly criteria and are accessible to a wide range of users Training event Ongoing development in By July 2017 By April 2017 By July 2017 Entry level status by April 2017 Increased access to the National Curriculum; pupils able to access work more independently Increased access to all school activities for any pupils with a disability Increased access to the National Curriculum; improved confidence and safety of pupils Increased access to the National Curriculum; pupils able to access work more independently Increased in access to the National Curriculum; pupils able to access work more independently Improving the Delivery of Written Information at Cardinal Pole Catholic School

10 Area for Development Availability of written material in alternative formats, to include school brochures, school newsletters and other information for pupils and parents in alternative formats Develop a dyslexia friendly, visual identify for all written documents Develop a dyslexia friendly, visual identify for all presentation resources, e.g. Powerpoint Action points Outcomes Timeframe Success Criteria Explore options, including LA support for converting written information into alternative formats; development of website Audit of current written formats; audit of changes in line with dyslexia friendly guidance, develop consistent house style Audit of current written formats; audit of changes in line with dyslexia friendly guidance, develop consistent house style The school can provide written information in different formats when required for individual purposes Written information follows a clear, dyslexia friendly house style and is accessible to readers of all abilities Visual presentation resources follow a clear, dyslexia friendly house style and are accessible to readers of all abilities By Jan 2017 Delivery of information to disabled pupils, parents and the local community improved By April 2017 By April 2017 Pupils can access written material more independently; improved access to the National Curriculum Pupils can access presented material more independently; improved access to the National Curriculum Improving Physical Access and the Physical Environment at Cardinal Pole Catholic School Area for Development Improve access to accessible toilet facilities Action points Outcomes Timeframe Success Criteria To provide the signage to the unisex accessible toilet Accessible toilet facilities clearly signposted at reception Sept 2016 Pupils, staff and visitors can easily find the accessible toilet facilities.